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The use of the Burden Assessment Scale with families of a pediatric population.

Community mental health journal·2014
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Psychological literacy: proceed with caution, construction ahead.

Douglas D Murdoch1

  • 1Department of Psychology, Mount Royal University, Calgary, AB, Canada.

Psychology Research and Behavior Management
|August 20, 2016
PubMed
Summary

Psychological literacy, the ethical use of psychology knowledge, offers societal benefits but requires careful definition and empirical support. Its integration into undergraduate education is proposed, but not as the sole objective.

Keywords:
best practicescurriculumethicspsychology’s uniquenessstudent learning outcomesteaching of psychologyundergraduate psychology

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Area of Science:

  • Psychology Education
  • Societal Impact of Psychology
  • Psychological Literacy

Background:

  • Psychological literacy involves the ethical application of psychological knowledge and skills.
  • It holds potential benefits for individuals across personal, occupational, and civic domains, contributing to societal well-being.
  • The concept has been proposed as a primary goal for undergraduate psychology programs.

Purpose of the Study:

  • To explore the potential benefits and challenges of establishing psychological literacy as a core objective in undergraduate psychology education.
  • To address key concerns regarding the definition of psychological skills, potential misapplication of psychological knowledge, and pragmatic/ethical considerations.
  • To evaluate the current empirical evidence supporting psychological literacy initiatives and identify areas for methodological improvement.

Main Methods:

  • Conceptual analysis of psychological literacy and its unique contributions.
  • Review of existing literature and anecdotal evidence regarding the impact of psychological knowledge.
  • Discussion of pragmatic and ethical issues relevant to implementing psychological literacy in curricula.

Main Results:

  • Significant concerns exist regarding the identification of uniquely psychological skills versus generic academic skills.
  • The potential for psychological knowledge to be harmful when misapplied necessitates careful consideration of ethical application and competency.
  • Current empirical evidence is largely anecdotal, highlighting a need for robust research methodologies and outcome measures.

Conclusions:

  • Psychological literacy is a valuable goal for undergraduate psychology education, offering substantial societal benefits.
  • It should be viewed as a meta-literacy, integrated purposefully into curricula, but not necessarily as the exclusive primary goal.
  • Further research is required to empirically validate its effectiveness and develop standardized measures for assessment.